HOTSPOT SCHOOLS: TEACHERS’ PERCEPTIONS OF SCHOOL DISCIPLINARY PROBLEMS IN MALAYSIA

Abstract

School disciplinary problem has been on the rise over the past few years. New evidence continues to show that the involvement among students in disciplinary problems is a cause for concern. It is worrisome as disciplinary problems are often associated with delinquent behaviors. Driven by this interest, the study examines teachers’ perceptions, types and measures in dealing with school disciplinary problems in Malaysia. This study is warranted by the fact that little is known about teachers’ perception of hotspot schools, let alone their inputs in policy formulation. A structured questionnaire was developed, and a total of 113 useable questionnaires were received from school teachers in Klang, Selangor. Based on the study’s findings, 87.4 percent agree that the hotspot issue is rampant, and 75.7 percent believe that schools have practical approaches in dealing with the problem. More than 80 percent considered that coming late to school, sleeping in class, truancy, incomplete homework, and bringing prohibited items such as gadgets are the most experienced disciplinary problems at schools. The paper provides critical insight into hotspot school issues and highlights the prominent role play by teachers in mitigating school disciplinary problems in Malaysia.